All magnet schools design programs centered on the five national pillars illustrated above. For the past 3 years, Reynolds has been recognized as one of the top magnet schools in the country based on how we excel in these 5 pillars. In 2016, we were the only high school in NC to earn the highest award: Magnet School of Excellence. I will take the next few posts and write about how we integrate these pillars into the fabric of the school.
At Reynolds, freshmen take a unique course called Seminar in the Arts (SIA) which provides access to the arts for students coming in without a specialized arts focus, allows students to build relationships across lines of difference, teaches the skills necessary for success in high school (presentation, technology, research, confidence), and immerses them into the culture of this historic school as they learn songs/traditions/history of Reynolds through Creative Writing, Instrumental Music, Visual Art, and Theatre rotations.
After this course, students determine their degree of arts involvement. Arts Aware students will take no additional arts electives. They enjoy the creative culture, arts integration in their classes, field trips, and special opportunities that being in an Arts for Academics Magnet School bring, but choose to take electives in English, Science, History, Math, CTE, FACS, PE, and other departments. Arts Infused students take a smattering of arts electives (we have 62 from which to choose in the areas of Theatre, Dance, Creative Writing, Chorus, Band, Orchestra, Piano, Classical Guitar, and Visual Arts). Arts Intensive students take upper level classes in the same discipline each year, participate in special adjudications and exhibits, and have special opportunities specifically for them. So far this year, arts students went on a four day NYC trip and participated in workshops with professionals from CATS, Hamilton, and Something Rotten. Instrumental students had master classes with musicians from the WS Symphony, Chiapas Mexico, and UNCSA--jazz band students even got to meet Doc Severinson when he was in town! Visual arts students had workshops in ceramics, printmaking, and 3D Design. Choral students have earned a place in the Quarterfinals of the International High School A Cappella Association's competition. One violinist participated in the National Honors Orchestra workshop and concert in Texas. Theatre students competed in the NC Theatre Convention.
All students are encouraged to attend special events in the community. At the time of this writing, more than 1500 RJR students have gone to SECCA to see the Dispatches exhibit and are integrating the themes of Ecological Justice, Social Activism, US Elections, Borders and Migrations, and Post 9-11 Realities into the class curricula. Choral students have performed in the community more than 20 times. Band students have competed and marched in a variety of community events. Theatre students have attended plays and performed in them. Dance students have competed, performed, and attended performances. Visual arts students have learned from professionals, created exhibits in the hallways (and even trees!) of RJR, and competed in national competitions. All teachers are trained in using arts integration as a means to increase student engagement and deepen learning of non-arts curriculum. When walking through the halls at RJR, you frequently see groups of students working on projects--creating skits, murals, scenes, creative writing, films, musical interpretations of themes in novels, etc. Teachers use the national arts standards when creating arts integrated lessons/units.
Extracurricular opportunities abound for students to have more time to delve into interests and develop leadership skills. New clubs this year include Chinese Culture Club, RJR Think Tank, Mixed Music Arts, and Interfaith Club. These join the more than 50 options already in existence including academic, special interest, honor socieities, and service clubs.
In order to have innovative curricula, a school needs professional development. We have had PD in differentiation, literacy across all disciplines, word rich, the A+ Essentials, Haiku, online learning platforms such as Edgenuity, Discovery Education, and Think Through Math, Core Values, EVAAS, Using Data to Impact Learning, Arts Enhancement and Integration, Unpacking Standards, meeting needs of ELL and EC learners, etc. Every week, teachers meet in Professional Learning Teams. Every Monday, there is PD of some sort (Facutly meetings, School Improvement Team Meetings, Departmental Meetings, Targeted PD in specialized areas). Six times a year, teachers meet for Early Released Days with PD aligning to School Improvement Plan goals. Over the summer, teachers attended a high school A+ Institute along with the other NC A+ High School--Hickory School of Arts and Technology
At Reynolds, freshmen take a unique course called Seminar in the Arts (SIA) which provides access to the arts for students coming in without a specialized arts focus, allows students to build relationships across lines of difference, teaches the skills necessary for success in high school (presentation, technology, research, confidence), and immerses them into the culture of this historic school as they learn songs/traditions/history of Reynolds through Creative Writing, Instrumental Music, Visual Art, and Theatre rotations.
After this course, students determine their degree of arts involvement. Arts Aware students will take no additional arts electives. They enjoy the creative culture, arts integration in their classes, field trips, and special opportunities that being in an Arts for Academics Magnet School bring, but choose to take electives in English, Science, History, Math, CTE, FACS, PE, and other departments. Arts Infused students take a smattering of arts electives (we have 62 from which to choose in the areas of Theatre, Dance, Creative Writing, Chorus, Band, Orchestra, Piano, Classical Guitar, and Visual Arts). Arts Intensive students take upper level classes in the same discipline each year, participate in special adjudications and exhibits, and have special opportunities specifically for them. So far this year, arts students went on a four day NYC trip and participated in workshops with professionals from CATS, Hamilton, and Something Rotten. Instrumental students had master classes with musicians from the WS Symphony, Chiapas Mexico, and UNCSA--jazz band students even got to meet Doc Severinson when he was in town! Visual arts students had workshops in ceramics, printmaking, and 3D Design. Choral students have earned a place in the Quarterfinals of the International High School A Cappella Association's competition. One violinist participated in the National Honors Orchestra workshop and concert in Texas. Theatre students competed in the NC Theatre Convention.
All students are encouraged to attend special events in the community. At the time of this writing, more than 1500 RJR students have gone to SECCA to see the Dispatches exhibit and are integrating the themes of Ecological Justice, Social Activism, US Elections, Borders and Migrations, and Post 9-11 Realities into the class curricula. Choral students have performed in the community more than 20 times. Band students have competed and marched in a variety of community events. Theatre students have attended plays and performed in them. Dance students have competed, performed, and attended performances. Visual arts students have learned from professionals, created exhibits in the hallways (and even trees!) of RJR, and competed in national competitions. All teachers are trained in using arts integration as a means to increase student engagement and deepen learning of non-arts curriculum. When walking through the halls at RJR, you frequently see groups of students working on projects--creating skits, murals, scenes, creative writing, films, musical interpretations of themes in novels, etc. Teachers use the national arts standards when creating arts integrated lessons/units.
Extracurricular opportunities abound for students to have more time to delve into interests and develop leadership skills. New clubs this year include Chinese Culture Club, RJR Think Tank, Mixed Music Arts, and Interfaith Club. These join the more than 50 options already in existence including academic, special interest, honor socieities, and service clubs.
In order to have innovative curricula, a school needs professional development. We have had PD in differentiation, literacy across all disciplines, word rich, the A+ Essentials, Haiku, online learning platforms such as Edgenuity, Discovery Education, and Think Through Math, Core Values, EVAAS, Using Data to Impact Learning, Arts Enhancement and Integration, Unpacking Standards, meeting needs of ELL and EC learners, etc. Every week, teachers meet in Professional Learning Teams. Every Monday, there is PD of some sort (Facutly meetings, School Improvement Team Meetings, Departmental Meetings, Targeted PD in specialized areas). Six times a year, teachers meet for Early Released Days with PD aligning to School Improvement Plan goals. Over the summer, teachers attended a high school A+ Institute along with the other NC A+ High School--Hickory School of Arts and Technology